The educational expectations of Italian children: the role of social interactions with the children of immigrants

This paper aims to investigate to what extent the growing presence of children with immigrant background in the Italian school system has an impact on the educational expectations of Italian students in eighth grade. Educational expectations are individuals’ plans for their future educational career, adjusted to the subjectively estimated probabilities of achieving a given outcome. Multilevel analyses are performed using data from ITAGEN2 (Italian Second Generation) survey, the first nationwide survey on natives, first- and second-generation immigrants. Results demonstrate that attending a school with a high proportion of children of immigrants has no impact on realistic expectations about secondary education. In addition, students attending schools with high level of interethnic integration are more prone to having high educational expectations.     

Classroom and Grade Level Differences in the Stability of Teacher Expectations and Perceived Differential Teacher Treatment

Using two independent samples of urban elementary school children from Grades 1, 3, and 5, this study explored the long-term stability of classroom learning environments that differ in the extent of differential teacher treatment favoring high achievers over low achievers, as reported by students. Classroom differences ('high' versus 'low') in perceived differential treatment were highly stable from fall to spring in Grades 3 and 5, but not in Grade 1. Stability in (a) individual children's reports of differential treatment, and (b) teacher expectations for children's year-end reading achievement was accentuated in classrooms where differential treatment was pronounced early in the year, particularly in the higher elementary grades. Findings suggest that there would be heightened risk for problematic teacher expectancy effects and other maladaptive learning outcomes in these classrooms, because stable or rigid performance expectations are coupled with classroom instructional patterns that consistently convey these expectations to children. In contrast, risk is likely to be reduced in classrooms where high and low achievers are treated more equitably in the eyes of children, because teachers' expectations for children are more flexible, and children take longer to discern differences in treatment. The overall consistency of findings in two samples supports the generalizability of the conclusions reached.     

教学期望之两面性及其反思

教学期望具有两面性，既可成就一个人才，亦能伤害一个人；教师期望的不对称影响使得学生始终长期处于被动、弱势，这是学校教育产生后进生群体的一个深层的根源之一。教师不能辜负了学生、家长的期望，而要经常反思自己的教育教学、自觉消除教学期望的负面影响，公平关照所有学生，竭尽全力，培育所有学生成人成材；这是教师的社会责任和义务。人与人之间，像高山与高山之间一样站立；“人民教师”在“险峰”，座座“高山”皆“险峰”!     

“It's on Time That They Assimilate” – Differential acculturation expectations towards first and second generation immigrants

Research has shown that societal majority members have specific conceptions (i.e., acculturation expectations) about how immigrants should acculturate. These expectations are often less welcoming towards devalued than valued immigrant groups. In a 2 × 2 experiment with a sample of 187 German majority members we show that acculturation expectations also differ in terms of which generation members of the targeted immigrant groups belong to. Our results revealed lower endorsement of integrationism towards the second generation of both valued and devalued immigrants. However, the results indicated that acculturation expectations were particularly unwelcoming towards the second generation of devalued immigrant groups. For valued immigrants, segregationism was lower towards the second generation than towards the first generation. For devalued immigrants in contrast, assimilationism was higher towards the second generation compared to the first generation. Majority members’ tendency to be less willing to endorse cultural maintenance for second generations stands in stark contrast to immigrants’ preference of cultural maintenance and may therefore lead to particularly conflictual societal outcomes. Implications of the findings for future studies are discussed.     

弗鲁姆期望理论对高校教学岗教师激励的应用研究

目前激励已成为高校人力资源管理的重要内容,而教学岗教师承担着高校主要的教学任务,他们工作的积极性是影响教学质量的内在动力因素。应用弗鲁姆期望理论可激发教学岗教师的工作热情,提高教学工作的内驱力,使教师创造出更佳的工作绩效。     

晚清域外小说翻译中的文学误读

“文学误读”是晚清域外小说翻译中无所不在的“疤痕”,而“期待视野”为我们提供了解读这种种误读现象的新视角。考虑到对读者视野的关照,以促使外来小说的更易接受,身处特定时代、面对特定读者群的译者们在翻译过程中所发生的误读本质是为实现翻译目的的有益之举。     

学生资助工作励志为先

随着高校助学帮困制度的不断完善,高校中贫困大学生的经济状况有了很大的改善。然而,贫困大学生存在的心理问题却远大于其他普通大学生。如何正确引导、激励、帮助贫困大学生健康成长,塑造良好品格,已成为健全高校贫困生资助工作体系的先决条件,即＂扶贫先扶志,扶志必励志＂。     

《公共体育服务政府供给社会期待量表》的编制与修订

为推进新时代我国公共体育服务的政府精准供给,采用文献资料法,问卷调查法、专家访谈法、数理统计法,按照心理测量统计的程序,以广州市居民为被试,经过初测问卷相关指标的筛选、初测问卷的编制、修订、信效度检验等程序,结果表明:(1)《公共体育服务政府供给社会期待量表》在结构上包含供给内容期待、供给规模期待、供给质量期待、供给效果期待和供给效率期待5个维度组成,共55个题项。(2)5因素模型的验证性因子分析显示,其累积贡献率达84.813%,具有较好的可预测性。(3)各分量表的克隆巴赫系数a在0.937~0.952之间,总量表为0.987,量表信度较好。(4)模型的拟合优度指数达到较好水平。因此,编制与修订后《公共体育服务政府供给社会期待量表》,具有良好的信度和效度,可以作为评估广州市政府公共体育服务精准供给的有效工具,也为地方政府把握新时代民众公共体育服务需求的社会期待、增进人民获得感提供了重要评价参照。